Document

Life Course Model
as an
Organizational Framework
Key Definitions and Concepts
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Life Course (vs. Life Cycle and Life Span)
Risk and Protective Factors
Pathways and Trajectories
Early Programming
Cumulative Impact
Critical or Sensitive Periods
Clarifying Terms
• Life Span: length of time a species is capable of living or the length of an
individual’s life
• Life Cycle: regular, predictable series of life stages or reproductive cycle
• Life Course: age-graded developmental trajectories shaped by contexts
– Johns Hopkins School of Public Health
What is Life Course?
• Life Course is a theory or perspective that seeks to understand, explain, and
improve health and disease patterns across population groups.
– Amy Fine
• Life Course suggests that a complex interplay of biological, behavioral,
psychological, and social protective and risk factors contribute to health
outcomes across the span of a person’s life.
– Cheri Pies
Life Course Concepts ‘T2E2’
• Timeline – health is cumulative and longitudinal, i.e., developed over
a lifetime.
• Timing – health and health trajectories are particularly affected during
critical/sensitive periods.
• Environment – the broader environment (biologic, social, physical,
economic) affects health and development.
• Equity – health inequality reflects more than genetics and personal choice.
– Fine and Kotelchuck
A life course approach
recognizes the role of time in
shaping health outcomes and
incorporates time into models
explaining health outcomes.
How Time Matters
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Individuals’ health changes over time.
Determinants of health vary over time.
Relations between determinants and health can change over time.
Relation between determinants and health may depend on time.
– M.E. Hughes, JHSPH
Time Scales
• Individual time (chronological age, physical maturation, social norms)
• Historical time (calendar year, year born, technological development,
social change)
• Others may be important for specific outcomes
Possible Time Patterns
• Trajectories
– Upward, downward or mixed
• Relation between determinants and health
– Latent
– Accumulation
– Pathways
– Critical and sensitive periods
– Triggers
– M.E. Hughes, JHSPH
Risk and Protective Factors
Protective factors improve health and contribute to healthy development.
Risk factors diminish health and make it more difficult to reach one’s full
potential.
Factors are not limited to individual behavior or access to health, but can
include family, neighborhood, community, and social policy.
Life Course Perspective
– Michael Lu and Neal Halfon
Racial and ethnic disparities in birth outcomes: a life-course perspective.
Maternal Child Health J. 2003; 7:13-30.
Pathways and Trajectories
Health pathways, or trajectories, are built or diminished over the life span.
While individual trajectories vary, patterns can be predicted for populations
and communities based on social, economic, and environmental exposures
and experiences.
– Fine and Kotelchuck, Rethinking MCH: The Life Course Model
as an Organizing Framework, Concept Paper, DHHS, HRSA, October 2010.
Early Programming
Early experiences can program an individual’s future health and development.
This includes prenatal programming as well as intergenerational programming
(i.e. the health of the mother prior to conception) that impact disease or
condition, or make and individual more vulnerable or susceptible to
developing a disease or condition in the future.
– Fine and Kotelchuck, Rethinking MCH: The Life Course Model
as an Organizing Framework, Concept Paper, DHHS, HRSA, October 2010.
Cumulative Impact
While individual episodes of stress may have minimal impact in an otherwise
positive trajectory, the cumulative impact of multiple stresses over time may
have a profound direct impact on health and development, as well as an
indirect impact via associated behavioral or health services seeking changes.
– Fine and Kotelchuck, Rethinking MCH: The Life Course Model
as an Organizing Framework, Concept Paper, DHHS, HRSA, October 2010.
Critical or Sensitive Period
While adverse events and exposures can have an impact at any point in a
person’s life course, the impact is greatest at specific critical or sensitive
periods of development (e.g. during fetal development, in early childhood,
during adolescence, etc.).
– Fine and Kotelchuck, Rethinking MCH: The Life Course Model
as an Organizing Framework, Concept Paper, DHHS, HRSA, October 2010.
Is Life Course Old or New?
LCT marries long-term MCH concepts with new science
• Barker Hypothesis – links LBW to increased risk of heart disease, diabetes.
• Felitti’s ACE Study – links early childhood adverse events to increased risk of
obesity, heart disease, diabetes, depression.
• Neurons to Neighborhoods, NAS – early environments, nurturing
relationships, parents are the “active ingredients” in healthy brain
development – from the earliest ages forward.
Is Life Course Old or New? (cont.)
• Lu/Halfon – link disparities in birth outcomes to differential developmental
trajectories of the mother, based on early life experiences (programming)
and cumulative stress.
• Epi-genetics – links environmental triggers to gene expression.
The same science is also informing other fields.
– Milton Kotelchuck
MCH Life Course Literature Focuses on
Two Key Questions
• Why do health disparities exist and persist across population groups?
• What are the factors that influence the capacity of individuals or
populations to reach their full potential for health and well-being?
Additional Concepts to
Life Course Perspective
• Interactive processes – The development of health over a lifetime is an
interactive process, combining genes, environments and behaviors.
• Lifelong development/lifelong intervention – Throughout life and at all
stages, even for those whose trajectories seem limited, risk factors can be
reduced and protective factors enhanced, to improve current and
subsequent health and well-being.
– Fine and Kotelchuck
Critiques and Questions
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Early programming — too deterministic?
Too front-loaded? What does LCT tell us about later life stages?
What does LCT tell us about CSHCN?
How does LCT interface with genetic services?
If it is all connected over a lifetime, how do we make the case for a focus on
Maternal and Child Health?
– Amy Fine
Aligning Practice with LCT
But, LCT also…
• Greatly expands the opportunities for intervention: a much broader set of
venues and partners over a much longer timeline
• Suggests the need for better linkage (vertical, horizontal, temporal)
• Encourages us to rethink and realign some of the current strategies and add
new ones
– Amy Fine
A System’s Approach
– Richmond and Kotelcheck